Tracking Your Kids All Summer Long

Blue Valley USD229 in the Kansas City, KS, area is often a spring board for what other districts in Kansas will soon try themselves. Therefore, Kansas parents should be watchful for this coming down the pike. If your school, like Blue Valley, already has this, then it’s time to return the device and contact your local administration, and all Kansans should contact their Kansas representatives to express concerns and to tell the legislator to stop funding these things.

Kansas TAXPAYERS FOOTING THE COST of supplying kids technology devices – not just for school, but for outside school … including the SUMMER months’ break: “students will be taking their district-provided devices home with them over the summer break.”

(At the end, are two communications from the Blue Valley school district.)

The school district assumes the SUPERIOR AUTHORITY over the parent, first by directing only one possibility (NO CHOICE) of the student/parent having and using the devices over summer break, and then by DIRECTING PARENTS how to interact with their own child and instructing of a weekly action that must be taken. The school district even places its own expectations to be those of the parent.

· Prior to the end of school, we want to encourage parents to speak with their children about expectations related to technology use over the summer, as well as remind students of proper care for these devices …

· We encourage you to speak with your child about your expectations related to technology use over the summer, as well as remind students of proper care for these devices

· We want to communicate a protocol that all students and staff should make part of their MBA routine: RESTART THE DEVICE ON MONDAY MORNINGS

ALL SUMMER LONG, the school district will be monitoring and tracking both the device and any usage 24/7.

Will my child’s district-provided device continued to be filtered over the summer?

Yes – all district-provided devices are protected 24/7 by our cloud-based filter, Securly, both at school and beyond.

The school district refers to the Orwellian program, Securly, as a “filter.” It does much more than sift or strain. The school and the providers OWN ALL THE DATA, not the student or parent. (The following detail has not been communicated to parents.)

1. It tracks the device 24/7.

2. It amasses data:

a. Location

b. All actions/keystrokes made by a student

i. Length of time visiting a website

ii. Links clicked

iii. Messages sent or posted

c. Info on the student’s PERSONAL computing device

i. Browser type and browser language

ii. Operating system

iii. IP address

d. Websites visited (including Gmail monitoring)

e. Uses cookies, web beacons and other tech to collect usage information

3. It applies analytics and AI to the data:

a. Looks for and flags social media for any signs of bullying or self-harm

b. Creates a DIGITAL FOOTPRINT on every student

c. Analysts – with PSYCHOLOGY backgrounds, analyze the content and context of student usage

d. Determines whether a student is playing games or doing homework

e. Google Analytics, etc.

4. It provides schools with data and alerts

a. ALERTS SCHOOL personnel if “self-harm” is detected

b. Works with school personnel on “how to proceed”

5. It provides parents with data on their children

a. Usage reports

b. Parents are encouraged to sign up with the Securly parent portal

c. Parent usage of Securly is also tracked and analyzed, as well

Parents not only DO NOT direct what happens with their children at school.

Now, they are NOT the determiners of what happens with their children outside of school.

The school district offers no options to parents in regard to whether their own children have and use technology devices.

AND — look at the email wording!!!! The-BVH-Family!!!!!!!

Per an information technology professional:

You’re asking my opinion about a company that deliberately misspells a word to create their company name and then sells that product to schools?

There are a ton of concerns in the privacy policy.

EVERY piece of your kid’s internet usage will be collected/owned and monitored by the school system and all its partners (providers, the state education system, etc.)

I wouldn’t use this product in a million years.

Parents can expect phone calls from schools/authorities asking why their kid is going to certain websites, or communicating/messaging in “unacceptable” ways, or worse.

But, if you’re a parent that wants The State to parent and control your kids – have at it.

The attack on parent authority and families continues to be unveiled. It will only grow, unless parents refuse to comply with this.

LOCAL SCHOOL DISTRICTS and EDUCATION “INTERESTS” strongly and intentionally lobby state legislators regarding lack of funding and support lawsuits against the state for inadequate funding. In fact, the school districts push to burden every citizen (and business) with higher and higher taxes in order to MONITOR and CONTROL EVERY PART OF PEOPLE’S LIVES. In this case, the lives of CHILDREN.

These are NOT attributes of a society of FREEDOM or LIBERTY.

CC Math Re-Posting With Additional Info Specific To Kansas

Here’s the recent article about CC math. It could actually be about all of CC – the same theories are being applied across the board.

https://townhall.com/columnists/janerobbins/2018/06/05/whats-wrong-with-common-core-math-n2487580

Buzzwords: groupthink, discovery learning, work collaboratively, teachers facilitating (rather than teaching), conceptual understanding (rather than facts), problem-solving and perseverance.

This type of “teaching” leaves kids feeling incapable, confused, frustrated, etc. “… the progressivists’ requiring children to solve problems of a type they’ve never seen before, theoretically as a means of showing insight and understanding. Students struggle to figure this out (‘productive struggle,’ as touted by progressivists), much as a non-swimmer struggles to reach the side of the pool without drowning. Even if he survives, he likely still doesn’t know how to swim.” (Also, think about all the social and emotional “grading” they are doing. They are purposefully creating a frustrating learning paradigm and then documenting – and possibly suggesting interventions/services – their frustration, implying that it’s the kid’s issue, rather than a destructive education environment and methods.)

Also, note the constant “21st century” verbiage that permeates education talking points as a reason for “change.”

“… the traditional approach [of math instruction] … is inadequate for 21st-century needs (reformers never explain why necessary math skills change from one century to the next).” (Emphasis added)

Then, here are recent videos published by Blue Valley. Note the things Blue Valley is implementing – already proven to be failed teaching paradigms.

Posted by BVSD 6/5/18; Video on Blended Learning by Brad Moser

What does Blended Learning look like in Blue Valley? Take a peek inside our classrooms and you’ll see! Collaboration, teachers engaging with students, students helping one another…and at the heart of it all? Strong student-teacher relationships that allow for personalized learning. #StudentCentered #ThisIsBVBlendED #TechTuesday

Video transcription:

Blended Learning at times may look a little different than what than what we normally see in a classroom. But at the heart of it is this student-teacher relationship that allows for personalized learning and those those students to grow in the ways that they need to grow uh to become who they need to become. When I walk in a classroom before it was blended, I might see a teacher standing leading the class in a whole class lecture instruction, kids taking notes on their papers and then stuffing them in their binders and then you know going and dropping them in their locker. Well now when I walk into a classroom, a blended learning classroom, I might not even first see the teacher. I might see other students standing up in smaller groups helping each other and the teacher is maybe is collaborating with a small group. The technology is so versatile that it can meet the needs of each one of the students in the classroom and allows the teacher to focus more on the students in that classroom.

Posted by BVSD 5/29/18; Video on Blended Learning by Brad Moser

Blue Valley’s Blended Learning Impact Study provided district students and staff the opportunity to learn more about the impact of technology on learning. What did we find? Technology is a game-changer! From opening doors for students to collaborate and create, to providing a platform for all students to have a voice, Blended Learning in Blue Valley takes student-centered, future-ready learning to the next level! #TechTuesday #BVBlendED

Video transcription:

From the research, BL allows students to work together collaboratively. BL allows them not just work together face-to-face but work together with students that aren’t in the same physical space as them. BL learning opens up an element of creativity that didn’t exist before in a lot of our classrooms that maybe didn’t have a lot of creativity built into it. These tools allow them to produce and publish and share where before it was maybe a written document that was turned into the teacher. We put devices in there (smile). We’ve powered them up with some learning (smile) and sort of opened the door and let them lead us. We had a middle school kiddo that told us he appreciated the ability to have an on-line discussion, not have to raise my hand as fast as I can and get called on first by the teacher, and then everyone else just kinda sits and watches. But, he could ponder and have that time to kind of compose his thoughts and then share that. But not to share it to the teacher; share it so that every student in the class has an opportunity to read it. So, really, technology provided a voice for that student, and it’s providing a voice for all these students in our classrooms.

Posted by BVSD 5/24/18; Video on Blended Learning by Brad Moser and Kelly Ott,

“Classrooms that are loud with learning.” That’s what Blended Learning in Blue Valley is all about! Blended Learning leverages the power of technology to enhance instruction and empower students to connect, create collaborate and learn. Check out what district leaders have to say about Blended Learning in Blue Valley!

Blended Learning:

It combines Digital Media like computers, tablets and online resources.

With traditional face-to-face instruction:

Lectures, text books, and assessments.

Blended Learning:

Embodies our commitment to remain student-centered and future ready by:

Increasing access to technology …

Increasing the mobility of technology…

To enrich and personalize the student learning experience

Blue Valley School District will use the results of the ongoing blended learning study.

To determine best practices for utilizing technology as an instructional tool.

Blended Learning equips teachers with better tools while empowering students to learn anytime.

Blended Learning equips teachers with better tools while empowering students to learn anywhere.

Blended Learning equips teachers with better tools while empowering students to learn at any pace.

Video transcription:

Kelly: We’re looking at ways to leverage the power of technology with the creative mind of humans (smile) to really take kids places they’ve never been before.

Brad: BL puts together the teachers and the students and powers them up with the tools they need to become students that are future ready.

Kelly: They are re-imagining what skills and knowledge that students will need to be successful in the future. Technology is one of those skills. Using it appropriately. Using it to deepen learning. Using it to connect, to create and innovate. Technology will be at their fingertips when they step outside of our walls; so it needs to be at their fingertips when they’re inside of our walls.

Brad: We’ve already begun this process this year by implementing our impact study. Next year, we plan to power up our teachers; helping them embrace some of the platforms and tools that they already have at their disposal. We’d like to follow that up by powering up our classrooms and our students, giving them greater access and mobility. And, then finally, we focus on power up the learning and making sure that our classrooms are loud with learning.

Kelly: We knew that we needed to be very deliberate about our decisions. Make purposeful moves that are both fiscally responsible, keeping kids safe, making sure our infrastructure is robust enough to support it. But, in the end, really making a difference impacts learning so that we are not just giving them devices, but opening doors.